Instructional Strategies for ELL Classrooms - Essay Example

Extract of sample Instructional Strategies for ELL Classrooms

With input, the focus should be on the student and the extent to which he understands (Gass et al 1994). Researchers admit that nonuse takes place when the information contained in the input is included into a learner's grammar. However, the fact that the information is already included into a grammar does not necessarily exclude it from being utilized--although it may be used in a different way from what one normally thinks of. When the information contained in the input is already a part of one's knowledge base, the additional input might be used for rule strengthening or hypothesis reconfirmation. Part of becoming a fluent speaker of a second language involves the automatic retrieval of information from one's knowledge base. The knowledge base is developed through practice or repeated exposure to exemplars. Thus, information that may appear redundant may be serving an important purpose in terms of the access the learner has to that information (Jonassen and Hannum 1998).
2. Feedback is important technique in learning because it helps a student to understand his mistakes and correct them at once. Feedback should be supported by events such as motivating students, communicating the learning objectives, directing students' attention, activating related knowledge, providing guidance, promoting transfer (generalization), eliciting performance, and providing feedback. The teachers' statements, which are spontaneous and oral, are more difficult to categorize than the written statements of the authors. The content and grammar of the teachers' statements were less structured and precise than those of the authors. On-going, specific and immediate feedback helps teachers to save time and direct learning process. Feedback encourages students to uimprove. Several analogies constructed for the same concept can help the students view the target concept from different perspectives. The analogies function like conceptual lenses, with each one bringing different features of the concept into sharper focus (Kitajima and Polson 1997). Teachers also are encouraged to use the model to construct additional analogies to complement an author's analogy. Several analogies constructed for the same concept can help the students view the target concept from different perspectives. The analogies function like conceptual lenses, with each one bringing different features of the concept into sharper focus. During normal or stable times, scientific activities turn to the refinement of established knowledge claims. But the review of historical documents and actual practice of scientists revealed that there are also times when members of a scientific community are in disagreement about what are the appropriate background knowledge and critical problems that should guide the design of investigations and the evaluation of evidence and knowledge claims (Gass et al 1994).
3. Taken together, instructional steps are a direct outcome of teacher assessment decisions that begin to alter the dynamics of the classroom learning environment. The public expression of what matters and what is valued begins to change. As students learn the criteria, they not only learn the rules of the game in the classroom, they also learn what is valued in the scientific discipline (Manouchehri 2001). Other models include having students work in pairs or small groups to come to a consensus view through
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Summary

1. Second language learning involves different methods and techniques which help a teacher to design learning process and meet needs and objectives of the subject. Comprehensive input means that students should understand the information and facts presented to them…

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Student centered and socially constructed science projects enable the learners to grasp and understand the concepts of the study of science. After the study some prescriptions were made to improve the standards of learning in middle school in order to properly tackle science projects.

Wait-time has become a principle element in the research of elementary English Language Learners’ (ELL) teaching in the 21st century. The effects associated with increased wait-time on the quantity of correct responses to questions from elementary ELL students in a classroom have raised major concerns in the teaching profession.

This shows in national and state surveys indicating that ethnic and racial minority children are the most at-risk group in social institutions, with the most significant academic underachievement, high poverty rates, high teen pregnancy rates, low skill levels, and low-paying employment opportunities.

"The rate at which these activities occur is called instructional pacing" (Ylvisaker, 2006, p. 1) and the decision of what pace to maintain is one of the most important an educator will make when determining instructional procedures.
The pace must be sufficient to maintain interest and provide the repetition needed to learn but it must not be so fast that students are overwhelmed by it.

They also need to provide continuous and specific feedback to their students in the course of their regular instruction. There are also various grouping strategies that teachers can adopt while teaching their students such as whole class teaching, pair work and group work.

There are mainly two types of Instructional Strategies that are commonly used for classroom environment by different teachers, Co-operative Strategy and Collaborative Strategy. (Goleman, D. 1998)
This a type a strategy in which students are engaged with each other forming small groups to perform a similar task or assignment that has been given by the instructor.

Just as we change and mature in our profession, our students change and the methods which we use to teach them must mature and change as well. As various implications of our methods are discovered, good educators will strive to work out problems and identify ways to better implement and manage our chosen instructional methods.

?s background is from the military where there are right and wrong answers for every problem whereas with Cynthia, she is more into a constructivist approach where the process of learning is more important than providing the right or wrong answer.
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They will, above all, be able to put into practice whatever they have learned in the future. English language is notably among the most complex subjects to teach and thus requires the application of proper strategies by teachers so that they may

The map allows students and teachers to work with the propositions and concepts instead of the rote memorization of facts.
Concept maps are generative and evocative. They play a crucial role in evoking prior knowledge, in

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